03/21/2025
By Zakkiyya Witherspoon
The School of Education invites you to attend a doctoral dissertation defense by Khalid Abdullah Khan on “Enhancing Teachers’ Parent Engagement Efficacy Among Majority-White Teachers in a Predominantly African-American High School Through Family-Focused PLCs."
Date: Friday, April 4, 2025
Time: 11 a.m.
Location: Remote Zoom link
Committee
Chair: Michelle Scribner, Ed.D., Clinical Associate Professor, Mathematics and Science Education, UMass Lowell
Katherine King, Ph.D., Assistant Teaching Professor, School of Education, UMass Lowell
Iman Chahine, Ph.D., Professor, School of Education, UMass Lowell
Dr. Eleanor Abrams, Ph.D., Professor, School of Education, UMass Lowell
Abstract
Midwest High School (MHS), a pseudonym, faced a critical challenge: low parental engagement, particularly among African American families. With only 10% overall parent participation — 70% of white parents compared to 17% of Black parents attending school events — the school found it difficult to build strong home-school partnerships. This study examined the impact of a family-focused professional learning community (PLC) intervention on high school math teachers' efficacy in engaging families and their perceptions of parental involvement in a low-income, predominantly African American school. Notably, while 80% of the teaching staff identified as white, only 20% of the student population shared the same racial background, underscoring the need for culturally responsive engagement strategies. Six math teachers participated in a mixed-methods study guided by Bandura’s (1977) self-efficacy theory and Epstein’s (1995) typology of family involvement. Pre- and post-intervention surveys measured changes in teachers' family involvement efficacy, while interviews and observations provided qualitative insights. Findings revealed a 15.2% increase in teachers' perceptions of parental involvement and a 22.5% increase in their efficacy for family involvement. Qualitative themes highlighted improved empathy, communication skills and confidence in engaging diverse families. To sustain progress, recommendations include dedicated PLC time for family engagement, consistent administrative support, active inclusion of parent voices and the development of standardized communication models. These findings offer evidence-based strategies to strengthen teacher-family collaboration and improve student outcomes.